Modelling and measuring competences in engineering mechanics in the education of mechanical engineers

The questions to be answered are whether the competence model proves itself empirically and to what extent the EM competences of students can be described differentially on the basis of the postulated competence dimensions. For this purpose, two paper-and-pencil survey instruments are developed: the first instrument serves to take stock of educational phases for the content areas of statics, strength of materials and dynamics and can be used for comparative assessments at institutional level (summative assessment). The second instrument provides, for the sub-area of statics, more in-depth information on the difference between the required teaching objective and the achieved level of learning, which can be used for the design of teaching (formative assessment).